Unit 1 What's for Breakfast（教案）-2024-2025学年教科版（EEC）英语四年级上册

Unit 1 What's for Breakfast?教案——2024-2025学年EEC版英语四年级上册 一、教学目标 知识目标 学生能够听、说、认读与早餐相关的单词：bread, milk, egg, juice, cereal, toast。 掌握句型 “What's for breakfast?” “I like...” “I don't like...” 并能在实际情境中正确运用。 理解并能朗读简单的早餐相关的对话和短文。 能力目标 培养学生的口语表达能力，能够流利地询问和描述早餐食物喜好。 通过小组活动和角色扮演，提高学生的英语交际能力和团队协作能力。 提升学生的听力理解能力，能听懂关于早餐话题的简单对话和短文。 情感目标 引导学生关注饮食健康，养成良好的早餐饮食习惯。 在教学过程中，尊重学生的个体差异，关注学生的情感体验，鼓励学生积极参与课堂活动，对学生的表现给予及时的肯定与鼓励，体现教师的人文关怀，增强学生学习英语的自信心与兴趣。 二、教学重难点 教学重点 重点单词和句型的教学，确保学生能够准确认读、理解和运用。 使学生能够在情境中自然地运用所学句型进行早餐食物喜好的交流。 教学难点 引导学生正确区分可数名词和不可数名词，并能正确运用相关句型，如 “an egg”“some bread”。 帮助学生在真实情境中灵活运用所学知识进行交流，避免机械背诵。 三、教学方法 情境教学法、游戏教学法、小组合作教学法、直观演示法 四、教学过程 （一）Warming-up Greetings T: Hello, boys and girls. Nice to see you. How are you today? Ss: Fine, thank you. And you? T: I'm very well. Let's start our new English lesson. First, let's sing a song together. “The More We Get Together” （通过欢快的歌曲，营造轻松愉快的课堂氛围，同时复习与食物相关的简单词汇） Free talk T: After the song, I want to ask you a question. What do you usually do in the morning before you come to school? （与学生进行简单的自由交谈，自然地引出本节课关于早餐的话题） （二）Presentation New words teaching T: Now, let's look at some pictures. （展示面包、牛奶、鸡蛋、果汁、麦片、烤面包片的图片）What can you see? Ss: Bread, milk... （引导学生说出图片中的食物名称，引出新单词教学） T: Great. This is “bread”（教读单词 “bread”，强调发音，可通过展示一片面包实物，让学生直观感受，同时板书，带领学生读几遍）. Teach the other words “milk, egg, juice, cereal, toast” in the same way. For “egg”，强调其可数性，可展示一个鸡蛋和多个鸡蛋的图片，教学生说 “an egg”“two eggs” 等。对于 “juice”，可拿出一瓶果汁，让学生闻一闻、看一看，理解其不可数性，教学生说 “some juice”。 After teaching all the words, play a game “Flash Card Game”。快速展示单词卡片，让学生快速说出单词，巩固记忆。 Sentence pattern learning T: We have learned these new words. Now, let's learn a new sentence pattern. “What's for breakfast?” “I like...” “I don't like...” （板书句型）For example, “What's for breakfast? I like bread and milk.” （用简单的例子解释句型的用法） T: Now, please practice this sentence pattern in pairs. You can ask and answer about your breakfast preferences. （学生两人一组进行练习，教师巡视并给予指导和帮助，纠正学生的发音和语法错误，鼓励学生大胆开口说英语） （三）Practice Group work: Breakfast Survey Divide the students into groups of four. Each group makes a simple questionnaire about breakfast preferences, including questions like “What do you usually have for breakfast? Do you like eggs?” etc. （小组合作制作关于早餐喜好的调查问卷） Then each student in the group interviews the other group members using the questionnaire and fills in the answers. After that, they report the survey results to the whole class. For example, “In our group, two students like cereal for breakfast, and one student doesn't like milk.” （小组内进行采访调查，并向全班汇报结果，通过这个活动，让学生在实际情境中运用所学句型，提高口语表达能力和合作能力） Game: “Food Matching” T: Now, let's play a game “Food Matching”. I will show you some pictures of breakfast foods on one side of the screen, and some words on the other side. You need to match the pictures with the correct words as fast as you can. （通过图片与单词匹配游戏，巩固学生对新单词的记忆，提高学生的反应速度） （四）Production My Ideal Breakfast Menu T: Now, based on our discussion and practice, I want you to make an ideal breakfast menu for yourself. You can draw pictures or write words to show the foods you like for breakfast. For example, if you like eggs and toast, you can draw an egg and a piece of toast and write “I like eggs and toast for breakfast.” （让学生制作自己理想的早餐菜单，锻炼学生的动手能力和创造力，同时让学生回顾自己的早餐喜好，引导学生关注饮食健康） Give students some time to make their menus. After that, let them present their menus to the class and introduce their breakfast preferences. The other students listen carefully and ask questions if they have any. Emotional education T: We have talked a lot about breakfast. We should know that breakfast is very important for our health. We should choose healthy foods like eggs, milk, whole grains, and fruits. We should also respect different people's breakfast choices. （结合学生的早餐菜单制作活动，进行情感教育，引导学生认识到早餐的重要性，培养健康的饮食习惯，尊重他人的饮食选择） T: Now, let's share some good breakfast habits. Who wants to start? （让学生分享一些好的早餐习惯，进一步强化健康饮食理念） （五）Summary T: Let's review what we learned today. We learned some new words about breakfast and a new sentence pattern. Who can tell me what they are? （引导学生回顾本节课所学重点知识） Then ask students to summarize what they have learned and what they still need to improve. 五、教学反思 在教学过程中，通过多种教学活动和方法，学生积极参与课堂学习，较好地掌握了本节课的重点知识。在情感教育环节，学生能够理解早餐的重要性和尊重他人饮食选择的意义，并积极分享早餐习惯。然而，在教学过程中，对于一些学习困难的学生，可能在单词记忆、句型运用和调查采访上需要更多的辅导和鼓励。在今后的教学中，可以设计更多分层教学的环节，给予他们更多的帮助和关注，充分体现教师的人文关怀，让每个学生都能在英语学习中取得进步。 学科网（北京）股份有限公司 $$